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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
Effects of Class-Size ReductionJournal ArticlesEJ645078 EC629834Children with Special Needs and School Choice: Five Stories. Author: Harris, Sandra Availability: http://llt.msu.edu Journal Citation: Preventing School Failure, v46 n2 p75-78 Win 2002 Publication Date: 2002 ISSN: 1045-988X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2002 Abstract: This article presents case studies of five students who had experienced school failure and chose to attend either of two public charter schools in Texas. In all cases, small school and class size appeared to be the critical factors in the creation of small, caring, learning communities that promoted changing attitudes and negative school experiences into positive ones. (Contains references.) (DB) Descriptors: *At Risk Persons; Case Studies; *Charter Schools; *Class Size; Decision Making; Educational Environment; Elementary Secondary Education; *School Choice; *School Size; Student Placement; EJ644354 UD523587 Do the Disadvantaged Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment. Author: Nye, Barbara A.; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: American Journal of Education, v109 n1 p1-26 Nov 2000 Publication Date: 2000 ISSN: 0195-6744 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2002 Abstract: Investigates differential effects of small classes on academic achievement among disadvantaged elementary students using data from Tennessee's Student Achievement Ratio Project. While positive effects of small classes are evident on both reading and mathematics achievement, there is no evidence of differential effects for low socioeconomic status students and only weak evidence of differential effects for minority students in reading achievement. (SM) Descriptors: *Academic Achievement; *Class Size; *Disadvantaged Youth; Elementary Secondary Education; Mathematics Achievement; Minority Group Children; Reading Achievement; Socioeconomic Status; Descriptive Terms: Published in 2002. EJ640900 EA539279 The Downside to Small Class Policies. Author: Johnson, Kirk A. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n5 p27-29 Feb 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Questions positive effects of small classes on student achievement. Describes study using 1998 NAEP reading data to determine whether students in small classes do better than students in large classes. Finds that after controlling for several factors such as gender, students in small classes did no better in reading than students in large classes. (PKP) Descriptors: *Academic Achievement; *Class Size; *Cost Effectiveness; Elementary Secondary Education; Federal Legislation; Reading Achievement; *Small Classes; State Legislation Identifiers: California; National Assessment of Educational Progress; Policy Implications; Student Teacher Achievement Ratio Project TN EJ640899 EA539278 Measuring Class Size: Let Me Count the Ways. Author: Achilles, Charles M.; Finn, Jeremy D.; Pate-Bain, Helen Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n5 p24-26 Feb 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Explains difference between class size and pupil-teacher ratio. States that terms should not be used interchangeably. Asserts that effective class-size-reduction efforts must include early intervention, duration, and intensity. Reports results of recent studies of the effects of Tennessee Student Teacher Achievement Ratio (STAR) Project on student achievement. (Contains 15 references.) (PKP) Descriptors: *Academic Achievement; *Class Size; Educationally Disadvantaged; Elementary Secondary Education; *Measurement; *Primary Education; *Teacher Student Ratio Identifiers: Student Teacher Achievement Ratio Project TN EJ640898 EA539277 Small Class Size and Its Effects. Author: Biddle, Bruce J.; Berliner, David C. Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: Educational Leadership, v59 n5 p12-23 Feb 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2002 Abstract: Describes several prominent early grades small-class-size projects and their effects on student achievement: Indiana's Project Prime Time, Tennessee's Project STAR (Student/Teacher Achievement Ratio), Wisconsin's SAGE (Student Achievement Guarantee in Education) Program, and the California class-size-reduction program. Lists several conclusions, discusses some tentative theories, and draws implications for policy and actions. (Contains 30 references.) (PKP) Descriptors: *Academic Achievement; *Class Size; Educationally Disadvantaged; Elementary Secondary Education; *Primary Education; *Small Classes; State Legislation; Theories Identifiers: California; Indiana; Policy Implications; Project Primetime EJ638113 SE566144 Does Class Size Matter? Author: Ehrenberg, Ronald G.; Brewer, Dominic J.; Gamoran, Adam; Willms, J. Douglas Availability: Hoosier Association of Science Teachers, Inc., Indiana State University, Dept. of Science Education, Terre Haute, IN 47809. Journal Citation: Scientific American, v285 n5 p78-85 Nov 2001 Publication Date: 2001 ISSN: 0036-8733 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Reports on the significance of class size to student learning. Includes an overview of class size in various countries, the importance of teacher adaptability, and the Asian paradox of large classes allied to high test scores. (MM) Descriptors: Academic Achievement; *Class Size; *Cultural Influences; Elementary Secondary Education; *Students; EJ635184 FL531979 Large Classes and Student Learning. Author: LoCastro, Virginia Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: TESOL Quarterly, v35 n3 p493-96 Aut 2001 Publication Date: 2001 ISSN: 0039-8322 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2002 Abstract: Surveys the main theoretical issue that a large class, more than small classes, makes salient: How much learning can take place in a class of 300, as opposed to a class of half a dozen learners. Discusses the effect of class size on learning and looks at class size as a sociocultural variable. (Author/VWL) Descriptors: *Class Size; *English (Second Language); Second Language Instruction; Second Language Learning; Sociocultural Patterns; EJ633429 PS532251 Peer Relationships and Play Behaviors of Children in Three Different Sized Classes Over a Four Month Period. Author: Kim, Yanghee A. Availability: Journal Citation: Early Child Development and Care, v167 p89-102 Apr 2001 Publication Date: 2001 ISSN: 0300-4430 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2002 Abstract: This study examined effects of class size (ranging from 20 to 40) on preschoolers' social interaction with peers and teachers in Korea. Findings showed that teachers' behaviors did not differ significantly when their education and training backgrounds were similar. Class size did influence children's peer networks and their play behavior. (Author/KB) Descriptors: Aggression; Child Behavior; *Class Size; Comparative Analysis; Foreign Countries; Longitudinal Studies; *Peer Relationship; *Play; *Preschool Children; Student Behavior; Teacher Qualifications; Teacher Student Relationship; Withdrawal (Psychology) Identifiers: Korea EJ631748 SP529428 Are Effects of Small Classes Cumulative? Evidence from a Tennessee Experiment. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: Journal of Educational Research, v94 n6 p336-45 Jul-Aug 2001 Publication Date: 2001 ISSN: 0022-0671 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Used data from Tennessee's Project STAR, a longitudinal class size experiment, to study the cumulative effects of reduced class size in the early grades on academic achievement. Results indicated that controlling for achievement in the previous year, small classes in grades 1-3 yielded statistically significant additional positive effects on reading and mathematics achievement. (SM) Descriptors: *Academic Achievement; *Class Size; Elementary Education; *Small Classes; Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN EJ631764 TM523631 The Long-Term Effects of Small Classes in Early Grades: Lasting Benefits in Mathematics Achievement at Grade 9. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: Journal of Experimental Education, v69 n3 p245-57 Spr 2001 Publication Date: 2001 ISSN: 0022-0973 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: Conducted a 6-year followup of almost 4,000 students in Project STAR in Tennessee, a 4-year, large-scale randomized experiment on the effects of class size. Though follow-up data could not be obtained on more than one-half of the students, class size effects persisted for at least 6 years and remained large enough to be of importance for educational policy. Results show the lasting benefits of class size reduction in early grades. (SLD) Descriptors: *Class Size; Elementary Education; *Elementary School Students; *High School Students; High Schools; *Mathematics Achievement; Minority Groups; *Small Classes Identifiers: *Student Teacher Achievement Ratio Project TN EJ628749 SP529321 The Enduring Effects of Small Classes. Author: Finn, Jeremy D.; Gerber, Susan B.; Achilles, Charles M.; Boyd-Zaharias, Jayne Availability: Journal Citation: Teachers College Record, v103 n2 p145-83 Apr 2001 Publication Date: 2001 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC2001 Abstract: Used Tennessee Project STAR data to examine the impact of the duration of participation in small classes on K-3 students' later school performance. Year in which students started and number of years they participated in small classes were important mediators of benefits gained. Starting early and continuing for at least 3 years were necessary to ensure long-term carryover effects. (SM) Descriptors: Academic Achievement; *Class Size; Educational Environment; Primary Education; *Small Classes Identifiers: Student Teacher Achievement Ratio Project TN EJ626053 CG556925 Small School Classes, Small Problems? A Study of Peer Harassment, Emotional Problems and Student Perception of Social Support at School in Small and Large Classes. Author: Boyesen, Marit; Bru, Edvin Availability: Journal Citation: School Psychology International, v20 n4 p338-51 Nov 1999 Publication Date: 1999 ISSN: 0143-0343 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2001 Abstract: Explores relations among class size, social support, harassment of others, and emotional problems in a sample of 1,071 Norwegian eighth-graders. Results show stronger associations between perceived teacher support and peer relations, as well as between peer relations and emotional problems in small classes. Results indicate no difference between classes in the actual prevalence of peer harassment and emotional problems. (Contains 31 references and 5 tables.) (Author/GCP) Descriptors: *Class Size; *Emotional Problems; Foreign Countries; Grade 8; Junior High Schools; *Peer Relationship; Small Classes; *Social Support Groups; *Student Attitudes Identifiers: Norway EJ620776 TM523247 The Effects of Small Classes on Academic Achievement: The Results of the Tennessee Class Size Experiment. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: American Educational Research Journal, v37 n1 p123-51 Spr 2000 Publication Date: 2000 ISSN: 0002-8312 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: Analyzed results from a 4-year large-scale randomized experiment on the effects of class size, project STAR in Tennessee. Analyses suggest class size effects that are large enough to be important for educational policy and that are quite consistent across schools. Small classes appear to benefit all kinds of students. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Policy; Elementary Education; Urban Schools Identifiers: *Student Teacher Achievement Ratio Project TN EJ598987 EA536627 The Impact of School Resources on Student Achievement Test Scores. Author: Nyhan, Ronald C.; Alkadry, Mohamad G. Availability: Journal Citation: Journal of Education Finance, v25 n2 p211-28 Fall 1999 Publication Date: 1999 ISSN: 0098-9495 Language: English Document Type: Journal articles (080); Numerical/Quantitative Data (110); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: A statistical analysis tested the relationship of class size, expenditures per student, and socioeconomic status on student achievement test scores in three south Florida counties. Poverty is a primary determinant of student achievement. There is modest support for targeted expenditures for smaller classes above 20 students. (Contains 62 references.) (MLH) Descriptors: *Achievement Tests; *Class Size; Elementary Secondary Education; *Expenditure per Student; Poverty; Regression (Statistics); *Resource Allocation; *Scores; *Socioeconomic Status; Statistical Analysis Identifiers: *Florida (South); Return on Investment EJ592475 TM522019 Class Size Effects: Assessing the Evidence, Its Policy Implications, and Future Research Agenda. Conclusion. Author: Grissmer, David Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p231-48 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJMAR2000 Abstract: Summarizes evidence for the effects of class-size reduction from experimental and nonexperimental measurements, addresses questions about the robustness of each type of estimate, and suggests hypotheses that could reconcile differences resulting from conflicting evidence. Discusses potential costs and the implications for future research into the effects of class size. (SLD) Descriptors: *Academic Achievement; *Class Size; Costs; Experiments; Program Effectiveness; Program Evaluation; *Research Needs; *Small Classes; *Teacher Student Ratio Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ592470 TM522014 Some Findings from an Independent Investigation of the Tennessee STAR Experiment and from Other Investigations of Class Size Effects. Author: Hanushek, Eric A. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p143-63 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Reviews Tennessee's Project Student/Teacher Achievement Ratio (STAR) and puts the results in the context of other nonexperimental evidence about class size. Nonexperimental evidence does not support any achievement gains attributable to class-size reduction, and empirical evidence from STAR has design and implementation flaws that cast doubt on its findings. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Education; Elementary School Students; *Research Problems; Research Utilization; *Small Classes; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ592469 TM522013 The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment. Author: Nye, Barbara; Hedges, Larry V.; Konstantopoulos, Spyros Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p127-42 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: Analyzed data from a five-year followup of students in Tennessee's Student/Teacher Achievement Ratio (STAR) project, a four-year large-scale randomized examination of the effects of class size on academic achievement. Results suggest that class-size benefits persist for at least five years and remain large enough to be important to educational policy. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Policy; Educational Research; Elementary Education; Followup Studies; Research Utilization; *Small Classes; *Teacher Student Ratio Identifiers: *Student Teacher Achievement Ratio Project TN Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ588890 TM521876 Class Size and Pupil Achievement. Author: Galton, Maurice, Ed. Availability: Journal Citation: International Journal of Educational Research, v29 n8 p687-818 1998 Publication Date: 1998 ISSN: 0883-0355 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2000 Abstract: Two chapters in this theme issue review the evidence in support of smaller class size. Two other chapters examine factors that enable a teacher to teach effectively in large classes. Three research studies present additional class-size data, including the fact that teachers do not appear to maximize the potential of smaller classes. (Author/SLD) Descriptors: *Academic Achievement; *Class Size; Elementary Secondary Education; *Teacher Effectiveness; Teaching Methods Descriptive Terms: Theme issue. EJ568127 SP526862 Is Smaller Better? Schools Move to Reduce Class Size in Grades K-3. Author: Sullivan, Patricia Availability: Journal Citation: Our Children, v23 n7 p34-35 Apr 1998 Publication Date: 1998 ISSN: 1083-3080 Language: English Document Type: Journal articles (080); Reports--General (140) Journal Announcement: CIJFEB1999 Abstract: Reducing K-3 class size is highly recommended and broadly supported, though there are challenges with finding enough qualified teachers and providing enough classroom space. Research indicates that K-3 students in smaller classes do better academically, with minority and low-income students showing the greatest gains. The paper examines California's experiences with class-size reduction. (SM) Descriptors: *Class Size; Classroom Environment; Crowding; Educational Facilities; Educational Quality; Elementary School Students; Low Income; Minority Group Children; Primary Education; Public Education; *Small Classes; Teacher Qualifications; Teacher Student Ratio; Teaching Experience Identifiers: California DocumentsED462757 EA031611The Impact of California's Class Size Reduction Initiative on Student Achievement: Detailed Findings from Eight School Districts. Author: Mitchell, Douglas E.; Mitchell, Ross E. Availability: International Institute for Educational Planning/UNESCO, 7-9 rue Eugene-Delacroix, 75116 Paris, France ($10). Tel: +33(1) 45 03 77 00; Fax: +33(1) 40 72 83 66; Web site: http://www.unesco.org/iiep; e-mail: information@iiep.unesco.org. For full text: http://www.unesco.org/iiep/english/pubs/recent/rec8.htm. Publication Date: 1999 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2002 Descriptors: *Academic Achievement; *Class Size; Classroom Environment; Elementary Secondary Education; *Small Classes Identifiers: *California; Reform Efforts Geographic Source: U.S.; California ED462735 EA031547 Competing Explanations of Class Size Reduction Effects: The California Case. Author: Mitchell, Douglas E.; Mitchell, Ross E. Availability: For full text: http://www.ncspe.org. Publication Date: April 14, 2001 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2002 Abstract: Competing explanations of class size reduction effects on student academic achievement were tested using student, teacher, and school data collected from nearly 700 classrooms in over 70 schools during the first 3 years of implementation of California's (K-3) Class Size Reduction Program. Five major hypotheses were tested: (1) overall impact of class-size reduction is greater when exposure is longer; (2) academic socialization of students is greater when reduced-size class experiences begin in the earliest grades (K-1); (3) reduced classroom management overhead in smaller classes leads to higher performance; (4) school instructional resource utilization is more effective at raising achievement in smaller classes; and (5) changes in instructional practice result in changing the pattern of student achievement outcomes in small classes such that class performance is more uniform as well as higher overall. The California experience suggests that longer and earlier class-size reduction provides modest achievement benefits, but there are no differentially greater benefits for at-risk/disadvantaged students. School resource utilization does not appear to be more effective. Classroom teachers' practices appear to be moving the bulk of the middle of the class toward the higher performing students in the achievement distribution, but only slightly. Appendices describe variables and models used in the study. (Contains 61 references.) (Author/RT) Descriptors: Academic Achievement; *Class Size; Classroom Environment; Classroom Research; Elementary Secondary Education; *Small Classes; Socialization Identifiers: *California Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; California ED462524 UD034834 How Close Is Close Enough? Testing Nonexperimental Estimates of Impact against Experimental Estimates of Impact with Education Test Scores as Outcomes. Discussion Paper. Author: Wilde, Elizabeth Ty; Hollister, Robinson Institutional Author: Wisconsin Univ., Madison. Inst. for Research on Poverty.(ZQU98265) Availability: Publications Department, Institute for Research on Poverty, 1180 Observatory Drive, Madison, WI 53706-1393 ($3.50). Tel: 608-262-6358; Fax: 608-265-3119; e-mail: irppubs@ssc.wisc.edu; Web site: http://www.ssc.wisc.edu/irp. For full text: http://www.ssc.wisc.edu/irp/pubs/dp124202.pdf. Publication Date: January 2002 Report Number: IRP-DP-1242-02 Language: English Document Type: Reports--Descriptive (141); Reports--Research (143) Journal Announcement: RIEAUG2002 Abstract: This study tested the performance of nonexperimental estimators of impacts applied to a class size reduction intervention with achievement test scores as the outcome. Nonexperimental estimates of impacts were compared to "true impact" estimates provided by a random-assignment design that assessed intervention effects. Data came from Project STAR, a study in which K-3 students were randomly assigned to small or regular-size classes in 79 Tennessee schools. Outcome variables were math and reading achievement scores. The propensity-score-matching estimating procedure separately for each of 11 schools' kindergartens was conducted, then nonexperimental estimates of the impact of smaller class size were derived. Proper standard errors for the propensity-score-matched estimators using bootstrapping procedures were then developed. In general, the propensity-score estimate of the impact differed substantially from the "true impact" initially estimated. How close nonexperimental estimates were to experimental estimates was assessed, suggesting several different ways of assessing "closeness." Most ways led to the conclusion that the nonexperimental estimates were not very "close" and therefore were not reliable guides to the "true impact." In 30-45 percent of the 11 cases, the propensity-score-matching nonexperimental estimators would have led to the "wrong" decision. (Contains 10 references and 5 tables.) (SM) Descriptors: *Academic Achievement; *Class Size; Educational Research; Elementary Secondary Education; Research Methodology Identifiers: Student Teacher Achievement Ratio Project TN Geographic Source: U.S.; Wisconsin ED458065 RC023201 Identifying Class Size Effects in Developing Countries: Evidence from Rural Schools in Bolivia. Author: Urquiola, Miguel Institutional Author: World Bank, Washington, DC.(BBB07111) Availability: For full text: http://econ.worldbank.org/view.php?topic=10&type=5&id=2597. Publication Date: October 2000 Report Number: WB-WP-2711 Language: English Pages: 45 Document Type: Reports--Research (143) Journal Announcement: RIEMAR2002 Abstract: Although great interest surrounds class size as a policy instrument, inferences on its effects are controversial. Recent work highlights a particular way to consider the endogeneity issues that affect this variable: class size is often correlated with enrollment, which in turn may be related to socioeconomic status (SES). This paper shows why such correlations may be prevalent in developing countries and that they are indeed a relevant feature in Bolivia. These correlations may partially account for why conventional cross-sectional analyses suggest that larger classes have no effect on or even may raise test scores. The endogeneity issues were addressed through two empirical strategies emerging from institutional arrangements that determine pupil/teacher ratios in rural Bolivia. The first approach exploits a teacher allocation practice that allows schools having classes with more than 30 students to apply for an additional teacher. In these circumstances, enrollment and class size are not "smoothly" related, and their effects may be disentangled. The second strategy considers only remote rural schools with less than 30 students and a single class per grade. In such cases, the enrollment/SES correlations that cause bias are less significant. Analyses focused on grade 3 data. Results of all variations of the research strategies suggest that class size has a negative, significant impact on standardized test scores. (Contains 29 references and 18 statistical figures and data tables.) (SV) Descriptors: *Academic Achievement; *Class Size; Elementary Schools; Enrollment; Foreign Countries; Grade 3; Primary Education; *Rural Schools; Small Schools; *Socioeconomic Influences; Socioeconomic Status Identifiers: *Bolivia Geographic Source: U.S.; District of Columbia ED448185 TM032146 Impact of Small Class Size on Achievement. Author: Grantham, Madeline Kay Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: November 2000 Language: English Pages: 12 Document Type: Reports--Research (143) Journal Announcement: RIEMAY2001 Abstract: The effect of class size reduction on grades and retention was investigated. Class size for second and third graders in a rural school district was reduced from an average of 24 in second grade to an average of 20 students per class and an average of 25 in third grade to an average of 22 per class. The purpose was to investigate whether the provision of more instructional time between teacher and child through class size reduction would increase academic achievement and decrease pupil retention. Comparing year grade averages in mathematics and reading and comparing the retention rates to the previous year's averages and rates were the methods used to evaluate the success of this intervention. Results indicate positive gains in achievement and a reduction in the number of students retained. (Contains 1 table and 18 references.) (SLD) Descriptors: *Academic Achievement; *Class Size; *Elementary School Students; *Grade Repetition; Grades (Scholastic); Primary Education; Rural Schools; *Small Classes Geographic Source: U.S.; Mississippi ED447228 UD033842 Reducing Class Size: A Smart Way To Improve America's Urban Schools. Second Edition. Author: Naik, Manish; Casserly, Michael; Uro, Gabriela Institutional Author: Council of the Great City Schools, Washington, DC.(BBB04764) Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: October 2000 Language: English Pages: 46 Document Type: Reports--Research (143) Journal Announcement: RIEAPR2001 Abstract: The Council of the Great City Schools, a coalition of the largest urban public schools in the United States, surveyed its membership to determine how they were using federal class size reduction funds in the 2000-2001 school year. Thirty-six major urban school systems responded. Results indicate that the federal class size reduction program is improving student achievement and receiving strong teacher support. These funds enabled the responding school systems to hire approximately 4,303 teachers, and, in fact, all 36 major cities used their federal class size reduction funds to hire new teachers. Thirty-one cities used some of their federal class size reduction monies to provide professional development for new and veteran teachers. Urban schools spent their federal class size reduction funds in 2000-2001 in approximately the same ways as they did in 1999-2000, with the exception of a somewhat increased emphasis on recruiting efforts. The class size reduction program is becoming an essential ingredient of urban school reform efforts. (SLD) Descriptors: *Academic Achievement; *Class Size; Educational Change; *Educational Finance; Elementary Education; *Federal Aid; Surveys; Urban Schools Identifiers: Council of Great City Schools; Reform Efforts Geographic Source: U.S.; District of Columbia ED442917 UD033660 Do Small Classes Influence Academic Achievement? What the National Assessment of Educational Progress Shows. A Report of the Heritage Center for Data Analysis. Author: Johnson, Kirk A. Institutional Author: Heritage Foundation, Washington, DC.(BBB19698) Availability: Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002. Tel: 202-546-4400; Web site: http://www.heritage.org. Publication Date: June 09, 2000 Report Number: CDA00-07 Language: English Pages: 16 Document Type: Reports--Research (143) Journal Announcement: RIEDEC2000 Abstract: This study used data from the 1998 National Assessment of Educational Progress (NAEP) reading examination to analyze the effect of class size on academic achievement. The NAEP is administered in 4th, 8th, and 12 grades to measure academic achievement in various fields. Besides providing data on academics, it offers information on student, teacher, and administrator background. This study analyzed six factors: class size; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced price lunch participation; and gender. Results indicate that on average, being in a small class does not increase the likelihood that a student will attain a higher score on the NAEP reading test. Children in the smallest classes do not score higher than students in the largest classes. An appendix presents results of the statistical models. (SM) Descriptors: *Academic Achievement; *Class Size; Elementary Secondary Education; National Competency Tests; *Reading Achievement; Sex Differences; *Small Classes Identifiers: National Assessment of Educational Progress Geographic Source: U.S.; District of Columbia ED423600 EA029368 Class Size Reduction: Lessons Learned from Experience. Policy Brief No. Twenty-three. Author: McRobbie, Joan; Finn, Jeremy D.; Harman, Patrick Institutional Author: WestEd, San Francisco, CA.(BBB33305) Availability: WestEd, 730 Harrison Street, San Francisco, CA 94107-1242; Web site: http://www.WestEd.org/policy Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: August 1998 Language: English Pages: 13 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR1999 Abstract: New federal proposals have fueled national interest in class-size reduction (CSR). However, CSR raises numerous concerns, some of which are addressed in this policy brief. The text draws on the experiences of states and districts that have implemented CSR. The brief addresses the following 15 concerns: Do small classes in and of themselves affect student learning? What conditions are critical to achieving the small-class effect? What do we know about why small classes are academically beneficial? How small is small enough? Can small-class features be identified and used in large classes to create a small-class environment? For how long do students need to be in small classes to gain lasting benefits? Is CSR worth the cost? How much does CSR typically cost? Are there ways to contain the costs of reducing class size? Is the necessary infrastructure in place to support CSR? Should CSR be used in conjunction with other strategies? Will CSR be optional or mandatory? Will the funding be flat or wealth-adjusted? Will there be a rigid cap or is the number of students per class flexible? Will small classes be self-contained or team-taught? A brief overview of four CSR initiatives is presented. (Contains 27 endnotes.) (RJM) Descriptors: *Class Size; *Educational Assessment; Elementary Education; *Evaluation Needs; Information Needs; Program Effectiveness; Program Evaluation; Teacher Student Ratio Identifiers: *Class Size Reduction Descriptive Terms: Printed in color on colored paper. Geographic Source: U.S.; California ED398644 EA027819 Does Class Size Make a Difference? Recent Findings from State and District Initiatives. Author: Egelson, Paula; And Others Institutional Author: Southeastern Regional Vision for Education (SERVE), Tallahassee, FL. Availability: SERVE, 345 South Magnolia Drive, Suite D-23, Tallahassee, FL 32301 (Stock No. RDCSD; $4 plus $2.50 shipping and handling charge; check or purchase order to Serve, Federal ID #59-6000-821). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Publication Date: 1996-00-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 40 Document Type: Information Analyses (070); Reports (141); Reports (142) Journal Announcement: RIEJAN1997 Abstract: Research has indicated that educators view class size as a factor in improving student learning. This publication summarizes findings about some recently implemented class-size initiatives. It highlights results from Tennessee's reduced class-size experiment of the 1980s; summarizes the efforts and results from other recent state-level initiatives (Florida, Nevada, Virginia, and Wisconsin); focuses on the efforts and results of a reduced class-size initiative in Burke County Schools, North Carolina; discusses the findings from and applications of these class-size initiatives; and provides an extensive reference section to enable educators to further explore issues surrounding class-size initiatives. Implemented in 1990, the Burke County initiative appears to have resulted in expanded classroom space, improved classroom management, strengthened instruction and assessment, enhanced student concept and relationships with peers, and improved teacher-parent communication. Data also show that students in the reduced-size classrooms had higher standardized test scores in reading and mathematics than did students in the control group. Issues to be dealt with include cost, allocation of classroom space, and the loss of teaching assistants in primary grades. One figure and two tables are included. (Contains 94 references.) (LMI) Descriptors: Academic Achievement; *Class Size; *Classroom Environment; Elementary Education; Outcomes of Education; Program Implementation; *School Organization; State Legislation; *Teacher Student Ratio Identifiers: Burke County Schools NC Level: 1 Contract Number: RJ96006701 Geographic Source: U.S.; Florida ED394669 PS024068 Class Size and Student Achievement in Sri Lanka. Author: Dharmadasa, Indranie Availability: Publication Date: 1995-11-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 28 Document Type: Speeches, Conference Papers (150); Reports (143) Journal Announcement: RIESEP1996 Abstract: Using interviews with teachers and principals and a standard experimental design, this study examined the effects of class size on student achievement in mathematics and mother tongue language skills. Subjects were 610 Sri Lankan fourth graders in 18 classrooms varying in size; classrooms sizes were 20-30, 31-40, and 41-50 students. Student achievement was measured through the employment of pre- and post-tests. The instructional period was 12 weeks; teaching materials and methods were controlled across classrooms. Results showed some statistically significant differences in achievement among the different class sizes. However, these differences followed no set pattern and demonstrated no overall effects of class size on achievement. Interviews with principals and teachers suggested that differences in achievement might be more often related to a student's socioeconomic status, to possible scarcities of education resources, and to teachers' attitudes and personalities rather than to class size. (Contains 33 references.) (JW) Descriptors: *Academic Achievement; *Class Size; Classroom Environment; Elementary Education; Elementary School Students; Foreign Countries; Language Skills; Mathematics; Teacher Attitudes Identifiers: *Sri Lanka Descriptive Terms: Paper presented at the Annual Conference of the Mid-South Educational Research Association (Biloxi, MS, November 8-10, 1995). Level: 1 Geographic Source: U.S.; Alabama |